Language Proficiency Assessment Committee Framework Manual 2012-2013 Prior to training Set up binders – Make sure all binders are complete with materials, 19 Texas Administrative Code (TAC) Chapter 89 (stapled), flowchart Set up training room – Post headers for each section of 19 TAC Chapter 89 around the room. Put a piece of chart paper under each one. Post content and language objectives and group meeting norms. Post large copies of flowchart that will be used as the framework for the training. Optional: May want to have blank flowcharts for participants to complete during the training.

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Texas Education Agency Susie Coultress State Director, Bilingual/ESL/Title III/Migrant Curriculum Division Texas Education Agency

Content Objectives Identify critical points of 19 Texas Administrative Code (TAC) Chapter 89 Summarize a single section of 19 TAC Chapter 89 Create a representation of his/her understanding of a section of 19 TAC Chapter 89 Present the representation to the entire group

Language Objectives Engage in discussion about 19 TAC Chapter 89 using key vocabulary related to the LPAC framework Read one section of 19 TAC Chapter 89 to identify critical information to share with the entire group Collaborate with a group to create a visual representation of their section of 19 TAC Chapter 89

Sections of the LPAC Framework Introduction/Chronology of Federal and State Laws 19 TAC Chapter 89/ Texas Education Code (TEC) Chapter 29 LPAC Training Resources and Forms You are going to acquaint the participants with the binder by pointing out the headings and tabs.

Introduction 19 Texas Administrative Code (TAC) Chapter 89 Adaptations for Special Populations, Subchapter BB The Commissioner’s Rules concerning the state plan for educating English language learners (ELLs) state that all school districts that are required to provide bilingual education and/or English as a Second Language (ESL) programs establish and operate a Language Proficiency Assessment Committee (LPAC). Allow participants time to read the slide. Emphasize that districts shall establish and operate LPACs to follow policy and procedures as established by 19 TAC Chapter 89. Tell participants to take out 19 TAC Chapter 89 (stapled) from their binder and highlight each section of the law. §89.1203 The terms English language learner and limited English proficient student are used interchangeably. Statutory Authority: The provisions of this Subchapter BB issued under the Texas Education Code, §§29.051, 29.053, 29.054, 29.056, 29.0561, 29.060, and 29.066, unless otherwise noted.

Purpose of the LPAC Framework The Framework for the LPAC process includes clarification of the legal requirements for the LPAC and provides documents and forms to facilitate the training of LPAC members. The forms included in the LPAC Framework are samples for use by districts for the implementation of a Bilingual/ESL program. Sample forms, found in the Suggested Forms section of the manual, may be adapted or enhanced to meet each district’s/charter school’s individual needs for proper documentation.

Purpose of the LPAC Framework The LPAC Framework integrates State and Title III of Public Law 107-110 (Elementary and Secondary Education Act) requirements regarding the: identification and placement; parental approval; annual review; and assessment of English language learners as they attain language and academic proficiency. The sample forms address both state and Title III requirements for ELLs.

Purpose of the LPAC Framework The Framework delineates the steps that must be followed in the: Identification – Assessing students whose Home Language Survey have a language other than English and who are determined to have limited English proficiency Processing – LPAC meets to review assessment information in order to make placement decisions The intent of the LPAC Framework is to establish guidelines which describe the steps necessary in the implementation of a consistent and standardized LPAC process across school districts and across the state.

Purpose of the LPAC Framework Placement – Determining the appropriate program for students identified as an English Language Learner (ELL) Monitoring – Reviewing progress and performance of ELLs in their intensive language instruction program as well as the determination for exit and follow up of students as they transition into an all-English program

LPAC Framework Website The Framework for the LPAC Process Manual can be accessed through the ESC-20 LPAC portal located at: http://portal.esc20.net/portal/page/portal/esc20public/bilesl/LPACFramework Explain where the LPAC materials are located and share link with participants. Possibly go to the ESC-20 LPAC web portal to show participants exactly how to access the materials.

19 TAC Chapter 89: Adaptations for Special Populations Subchapter BB Direct participants to wall posters. Divide the training group into work groups (according to the break-out of groups and presentation). Each group should have 2-4 members. Invite a representative from each work group to select one or more sections of 19 TAC Chapter 89. Work groups will read the selected section and determine key points. Work groups will create a visual representation, list, or graphic organizer to display their key points. Work groups will share their sections when addressed throughout the training. Approximate time – 20 minutes. For more information the participants may want to refer to TEC Chapter §29. Note: The Texas Administrative Code (TAC) interprets the Texas Education Code (TEC).

All Students All Students Home Language Survey Refer to LEP Flowchart Poster. Highlight each component of the flowchart. Give each participant a post-it tab to follow along with the flowchart. Optional: Give each participant a blank flowchart to complete throughout the training.

Policy and Facilities Each school district shall: Identify English Language Learner (ELL) Provide bilingual and ESL programs as integral parts of the regular program Seek certified teaching personnel Assess achievement for essential knowledge and skills to ensure accountability for ELLs Locate programs in the regular public schools of the school district rather than in separate facilities Start with “All Students” on the flowchart. Have participants that reviewed 19 TAC §89.1201 and 19 TAC §89.1235 report to the group. After the group’s presentation, the trainer should emphasize the key points from these sections of 19 TAC Chapter 89 that are shown on the slide. Source: The provisions of this §89.1201 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective May 28, 2012, 37 TexReg 3822. Source: The provisions of this §89.1235 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective May 28, 2012, 37 TexReg 3822. 19 TAC §89.1201, §89.1235

Definitions The following words and terms, when used in this subchapter, shall have the following meanings, unless the context clearly indicates otherwise. English language learner – a person who is in the process of acquiring English; ELL and LEP will be used interchangeably. Dual language immersion – an educational approach School district – definition of a school district includes an open-enrollment charter school. Have participants that reviewed 19 TAC §89.1203 report to the group. Note to trainer: Section is new to the Commissioner’s Rules. The following words and terms, when used in this subchapter, shall have the following meanings, unless the context clearly indicates otherwise. English language learner - A person who is in the process of acquiring English and has another language as the first native language. The terms English language learner and limited English proficient student are used interchangeably. Dual language immersion - An educational approach in which students learn two languages in an instructional setting that integrates subject content presented in English and another language. Models vary depending on the amount of each language used for instruction at each grade level. The program must be based on instruction that adds to the student's first language. The implementation of a dual language immersion program model is optional. (3) School district - For the purposes of this subchapter, the definition of a school district includes an open-enrollment charter school. Source: The provisions of this §89.1203 adopted to be effective May 28, 2012, 37 TexReg 3822. 19 TAC §89.1203

Goal of Bilingual Education The goal of bilingual education programs shall be to: Enable ELLs to become competent in listening, speaking, reading, and writing of English through the development of literacy and academic skills in the primary language and English Emphasize mastery of English language skills, as well as math, science, and social studies Use instructional approaches designed to meet the needs of ELLs Be an integral part of the total school program Utilize the essential knowledge and skills required by the state as the curriculum Identify the goals of bilingual education. Note to trainer: The bilingual classroom has an ESL component embedded which is addressed through the English Language Proficiency Standards which are addressed in the notes section of the following slide. 19 TAC §89.1201

Goal of ESL Programs The goal of ESL programs shall be to: Enable ELLs to become competent in the listening, speaking, reading, and writing of English Emphasize mastery of English language skills, as well as math, science, and social studies Use instructional approaches designed to meet the needs of ELLs Be an integral part of the total school program Utilize the essential knowledge and skills required by the state as the curriculum The ELPS outline the instruction that school districts are legally obligated to provide to English learners in order for them to participate fully in the curriculum and succeed academically. The ELPS are to be implemented as an integral part of the required curriculum in each foundation and enrichment subject of the TEKS for students who are English learners. Note to trainer: The trainer should be familiar with the following: The English language proficiency standards outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts shall implement this section as an integral part of each subject in the required curriculum. The English language proficiency standards are to be published along with the TEKS for each subject in the required curriculum. In order for ELLs to be successful, they must acquire both social and academic language proficiency in English. Social language proficiency in English consists of the English needed for daily social interactions. Academic language proficiency consists of the English needed to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in English academic settings. Classroom instruction that effectively integrates second language acquisition with quality content area instruction ensures that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills in the TEKS, and reach their full academic potential. Effective instruction in second language acquisition involves giving ELLs opportunities to listen, speak, read, and write at their current levels of English development while gradually increasing the linguistic complexity of the English they read and hear, and are expected to speak and write. The cross-curricular second language acquisition skills in subsection (c) of this section apply to ELLs in Kindergarten-Grade 12. The English language proficiency levels of beginning, intermediate, advanced, and advanced high are not grade-specific. ELLs may exhibit different proficiency levels within the language domains of listening, speaking, reading, and writing. The proficiency level descriptors outlined in subsection (d) of this section show the progression of second language acquisition from one proficiency level to the next and serve as a road map to help content area teachers instruct ELLs commensurate with students' linguistic needs. 19 TAC §89.1201

Staffing and Staff Development School districts shall seek certified teachers to ensure ELLs are afforded full opportunity to master essential knowledge and skills and provide professional development. School districts which are unable to employ a sufficient number of teachers shall apply for an exception to the bilingual education program as provided in §89.1210 of this title or a waiver of the certification requirements in the English as a Second Language program as provided in §89.1210 of this title as needed. Have participants that reviewed 19 TAC §89.1245 and §89.1207 report to the group. Note to trainer: In the manual, §89.1205 is found behind the Responsibilities tab. Will discuss §89.1205 Required Bilingual and ESL Language programs later in the presentation, slide 45. Emphasize key points on the slide. Districts must offer the required services provided by certified Bilingual/ESL teachers or apply for an exception or waiver. If a waiver is granted, the district is expected to address this need over the next school year..or at least make progress in that area. If a district is required to offer a bilingual program for a language other than Spanish, teacher certifications for other languages, such as Vietnamese, Arabic, Japanese, are available. If a district is required to offer a bilingual program, the program must be implemented from PK- 5 or Grade 6 if clustered with the elementary campus. If the district is not able to staff a required Spanish or any other language bilingual program, the district must submit an exception. Districts must have enough certified bilingual and ESL teachers to meet the needs of the students being served in bilingual/ESL programs. Source: The provisions of this §89.1207 adopted to be effective September 17, 2007, 32 TexReg 6311; amended to be effective May 28, 2012, 37 TexReg 3822 Source: The provisions of this §89.1245 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective March 5, 1999, 24 TexReg 1383; amended to be effective April 18, 2002, 27 TexReg 3107; amended to be effective May 28, 2012, 37 TexReg 3822. 19 TAC §89.1245, §89.1207

Home Language Survey Home Language Survey Language spoken at home and by student = English Language spoken at home and by student = English and any other language Language spoken at home and by student = other language (not English) Have the group that reviewed 19 TAC §89.1215 report to the group. Source: The provisions of this §89.1215 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective May 28, 2012, 37 TexReg 3822. 19 TAC §89.1215

Identification Home Language Survey (HLS) If the HLS indicates a language other than English, testing must be initiated to determine English proficiency.* *Parent permission for language proficiency testing is not required. Refer to HLS on the flowchart. Parent permission for language proficiency testing is not required. Follow the responses on the original HLS. The original HLS should be retained with the student’s cumulative folder. However, if a student transfers to another school, the original of the HLS should be sent to the new school. A faxed copy may go ahead of the original.

Identification of Transferring Students If the student transfers from a school in Texas: Review the withdrawal form, if available, to see if he/she was being served in a program or identified LEP in PEIMS. Try to get as much original documentation as possible, especially the HLS (document your attempts). The LPAC identifies and places student within the first 20 school days of enrollment. Be sure that all of the necessary signed documents are in the student’s LPAC folder. If you have not received documentation from the sending district after enrollment, document your attempts to contact the sending district to forward the records or provide information via phone. If your attempts to contact the district are unsuccessful, begin the identification process.

Identification of Transferring Students If the student transfers from a school outside of Texas: Review any documentation brought in by the student. Proceed with Texas law, including HLS, for identification as outlined for Texas students new to the district. Emphasize key points on the slide. Remember, this process is the same as identifying a new student from another country or another state within the United States.

Timeline The campus/charter school has 20 school days to complete the testing and convene as an LPAC to determine the ELL status of each student. The identification process must occur within the student’s first 20 school days of school enrollment. This means that the student must be tested, and the LPAC must meet to determine if the student is an ELL and make their recommendations. The state law (20 school days) is more stringent than federal law (30 days), so by following state law, the district will be in compliance with federal regulations regarding identification. Later in the training the following will be addressed: In the spring, prior to the administration of state assessments [state assessment, TELPAS, state assessment with linguistic accommodations (only if needed)]. At the end of the year for an annual review and to determine placement for the following year. The committee may also choose linguistic accommodations for implementation at the beginning of the year so they can be used in instruction throughout the year. 19 TAC §89.1220(e)

Entry Assessment Home Language Survey Language spoken at home and by student = English Language spoken at home and by student = English and any other language Language spoken at home and by student = other language (not English) The group that reviewed 19 TAC §89.1225 presents here about entry assessment. Also note that if a student has disabilities (§89.1230) has to be considered (ARD connection). Source: The provisions of this §89.1225 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective April 18, 2002, 27 TexReg 3107; amended to be effective September 17, 2007, 32 TexReg 6311; amended to be effective May 28, 2012, 37 TexReg 3822. Non-LEP TEST Pre-K – 1st: Oral Language Proficiency Test (OLPT) 2nd – 12th: OLPT + Norm referenced standardized achievement test 19 TAC §89.1225 (a-g) 19 TAC §89.1230

Testing and Classification of Students Grades PK-1: TEA approved oral language proficiency test (OLPT) (listening and speaking) in English (and OLPT in primary language for bilingual programs) Grades 2-12: Reading and language arts sections of an English norm-referenced standardized achievement test approved by the state (unless the English ability is so low that the test would not be valid) Emphasize the key points on the slide. If the student’s ability in English is so limited that the administration at his/her grade level of the reading and language arts section of a TEA-approved norm-referenced instrument or other test approved by TEA is not be valid, document this information on the assessment and in the LPAC minutes. Note to the trainer: The following is new to the Commissioner's Rule - Notwithstanding §101.101 of this title (relating to Group-Administered Tests), all tests used for the purpose of identification, exit, and placement of students and approved by the TEA must be re-normed at least every eight years. http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147500381&libID=2147500378 19 TAC §89.1225

Testing Administrator The person administering the oral language proficiency test (listening and speaking) must have documentation of training in the administration and scoring of the test and must be proficient in the language of the test. 19 TAC §89.1225 (e)

ELL Determinations The LPAC, not the test administrator, must meet and review all assessment results to determine ELL status. Have participants refer to “LEP” on the flowchart. Review OLPT and Reading/LA sections of a norm-referenced achievement test (grades 2-12), if applicable.

LPAC Meeting (Membership) TEST Pre-K – 1st: Oral Language Proficiency Test (OLPT) 2nd – 12th: OLPT + Norm referenced standardized achievement test LPAC Meeting LEP Non-LEP

Language Proficiency Assessment Committee The school district shall have written local board policy on file to establish and operate a Language Proficiency Assessment Committee. Local board policy shall include procedures for the selection, appointment, and training of the committee members. Have participants that reviewed 19 TAC §89.1220 report to the group. Emphasize key points on slide. The written board policy shall be ON FILE in the district. A school district may have more than one LPAC for a campus if needed. It may be necessary to train more than one parent to be able to cover the number of LPACs for a year, especially early in the year and at the end of the year. Some school districts may choose to have more than one training opportunity for the parent representatives. Source: The provisions of this §89.1220 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective March 5, 1999, 24 TexReg 1383; amended to be effective April 18, 2002, 27 TexReg 3107; amended to be effective September 17, 2007, 32 TexReg 6311; amended to be effective May 28, 2012, 37 TexReg 3822. 19 TAC §89.1220

Composition of the Bilingual LPAC The Bilingual LPAC is composed of: A campus administrator* A professional bilingual educator* A professional transitional language educator/ESL teacher* A parent of a current English language learner participating in the required bilingual program (this parent may not be an employee of the school district)* *All members must be present! 19 TAC §89.1220 TEC §29.063 A transitional language educator can be an ESL certified teacher or a regular education teacher. Emphasize that all members must be present and trained. A campus administrator is defined as: Principal, Assistant Principal or Vice Principal.

Composition of the ESL LPAC One or more professional personnel* A campus administrator* A parent of an English language learner participating in the program designated by the school district* No parent serving on the LPAC shall be an employee of the school district. *All members must be present! 19 TAC §89.1220 TEC §29.063 Note to the trainer: New to the Commissioner's Rule requires an administrator be a member of the ESL LPAC. This is for all ESL programs, not just at the secondary level. Some districts offer only ESL programs because they do not have 20 or more students that speak one language at one grade level per district. A campus administrator is defined as: Principal, Assistant Principal or Vice Principal.

Membership Guidelines All LPAC members shall be trained. If one of the members does not understand English (parent), the training should be developed in the member’s primary language. At the LPAC meeting, an interpreter should be available if the parent representative is not proficient in English. The parent representative volunteers his/her participation in the LPAC. The student’s parents are not required to attend the LPAC meeting. Members that have been formerly trained need to receive updated information annually to stay current. Although parents are not required to attend LPAC meetings that involve their student, they are always welcome.

Membership Guidelines The trained LPAC parent serves as the representative parent for all ELLs. Anyone that is a designated LPAC member at these meetings must be trained in order to follow the process accordingly. Each trained member shall also sign an oath of confidentiality (sample included in the manual) because test and other information that is shared and analyzed for all students must be considered with respect to each student and his/her family’s right to confidentiality. Oaths and training documentation, i.e., sign-in sheets with dates, certificates, etc., need to be kept on file.

LPAC Guidelines All required members are given prior notification of meeting. All required members meet and a chair is selected for the meeting. Members review and discuss all student data and information. Members arrive at appropriate decisions. Members sign and date all documentation/LPAC forms. All documentation must be kept in the student’s records folder. Districts may choose to have an LPAC folder but this folder needs to be placed in students record folder. Have participants refer to 19 TAC §89.1220 (i). Maintain records for seven years.

(Sample forms for LPAC meetings are included in the manual.) LPAC Guidelines Decisions are included in LPAC minutes which are kept in a central location. The committee meeting is adjourned. Documentation for each student is filed in the student’s record folder. (Sample forms for LPAC meetings are included in the manual.) All documentation must be kept in the student’s records folder. Districts may choose to have an LPAC folder but this folder needs to be placed in students record folder. Have participants refer to 19 TAC §89.1220 (i). Maintain records for seven years.

Required Documentation The student’s record shall contain: Documentation of all actions impacting the ELL Identification of the student Designation of the students level of proficiency Recommendations of program placement Parent approval or entry or placement The dates of entry into, and placement within, the program Have participants refer to 19 TAC §89.1220 (l). All documentation must be kept in the student’s records folder. Maintain records for seven years.

Required Documentation The student’s record shall contain: Assessment Additional interventions The date of exit from program and parent approval Results of monitoring Have participants refer to 19 TAC §89.1220 (l). All documentation must be kept in the student’s records folder. Maintain records for seven years.

Required LPAC Meetings Upon initial enrollment- within the student’s first 20 school days In the spring to determine appropriate assessments, immediately prior to state assessments At the end of the year for annual review and for the following year’s placement decisions, which may include the use of linguistic accommodations, as appropriate As needed to discuss student progress At the beginning of the year, linguistic accommodations need to be addressed to be implemented in the class if a student would be eligible for an exemption from state assessments. Look in the 2011-2012 Accommodations Manual for the linguistic accommodations found at http://www.tea.state.tx.us/student.assessment/accommodations/. These linguistic accommodations need to be implemented during classroom instruction throughout the year prior to being used in the assessments at the end of the year. When meeting in the spring, prior to state assessments, refer to the LPAC Decision-Making Manual from the Student Assessment Division at TEA. At the end of the year, the LPAC meets for an annual review and to determine placement for the following year. For those students who are eligible to receive an exemption based on the criteria in the LPAC Decision-Making Manual from state assessments, the committee may also choose linguistic accommodations for implementation at the beginning of the year. These accommodations plus others are to be implemented during the instruction throughout the year. This will be very helpful during the linguistic accommodations testing. If these are to be implemented during the year when testing period arrives, the choosing of linguistic accommodations will be easier. The LPAC must also meet on students who are being monitored if a student fails a core content area.

LPAC Responsibilities Identification of ELLs Assessment and documentation review Placement Instructional methodologies and/or interventions Linguistics accommodations for assessment Coordination Parental Approval Annual Review (linguistic and academic progress) It should be noted here that the LPAC also serves as an important advocate for each ELL with teachers, staff, and administration. **You may want to refer to trainer notes for slide 17-18 to further emphasize the need to address the 4th and 5th bullets on this slide. It is important to mention that this is where the ELPS would be implemented in instruction and instructional acceleration plans should be considered.

Determining Eligibility at PreK-1st Grade A TEA approved OLPT (listening and speaking) in English score indicates limited English proficiency Remember the student must be assessed in both English and the primary language if the district is required to provide a bilingual program. The purpose of the primary language assessment is to provide information for instructional purposes and placement.

Determining Eligibility at PreK-1st Grade At grades 2-12: The student’s score on the TEA approved English OLPT is below the level designated for indicating ELL The student’s score on the reading and language arts sections of the TEA approved norm-referenced measure is below the 40th percentile; or The student’s ability in English is so limited that the administration of the TEA norm-referenced assessment instrument is not valid. If the student’s ability in English is so limited that the student is not actually administered a norm-reference test, remember to document on the assessment form.

Eligibility for Students with Disabilities Students with disabilities whose scores indicate limited English proficiency on the assessment determined by the key members of the ARD committee in conjunction with the key members of the LPAC are identified as ELL. http://ritter.tea.state.tx.us/special.ed/guidance/ardlpac.html Have participants that reviewed 19 TAC §89.1230 report to the group. Key members of the ARD and key members of the LPAC can determine that a student was identified as ELL and does not have any disability; therefore, the student should be served by the Bilingual/ESL education program and not referred to special education unless there is data that indicates a disability. Key members of the ARD and key members of the LPAC can determine that a student has a disability identified by the special education program and is also English language learner (ELL). The student could be served by both programs, special education and Bilingual/ESL education. The key members of the ARD and key members of the LPAC may determine that the student should only be served by special education and would not benefit from language services. We will discuss this population in more depth when we discuss testing accommodations and reclassification/exit. There is a process that we will discuss later in the training. Source: The provisions of this §89.1230 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective March 5, 1999, 24 TexReg 1383; amended to be effective May 28, 2012, 37 TexReg 3822. 19 TAC §89.1230 19 TAC §89.1225 (f) (4)

Parent Notification/Program Placement LPAC Meeting LEP Non-LEP General Education Classroom Placement: ESL Program Placement: Bilingual Program Parent Notification

Bilingual Education Program The law requires that each school district or charter school which has an enrollment of 20 or more ELLs of the same language classification in the same grade level district- wide shall offer a bilingual education program for ELLs in Grades Pre-K through 5. Grade 6 shall be included when clustered with elementary grades. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Have participants that reviewed 19 TAC §89.1205, 89.1210 report to the group. Districts must offer the required services. This slide ties in with the LPAC decision of placement. TEC § 29.066 If a district is required to offer a bilingual program for a language other than Spanish, teacher certifications for other languages, such as Vietnamese, Arabic, Japanese, are available. If a district is required to offer a bilingual program, the program must be implemented from PK- 5 or grade 6 if clustered with the elementary campus. If the district is not able to staff a required Spanish or any other language bilingual program, the district must submit an exception. Source: The provisions of this §89.1205 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective March 5, 1999, 24 TexReg 1383; amended to be effective April 18, 2002, 27 TexReg 3107; amended to be effective September 17, 2007, 32 TexReg 6311; amended to be effective May 28, 2012, 37 TexReg 3822. Source: The provisions of this §89.1210 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective March 5, 1999, 24 TexReg 1383; amended to be effective April 18, 2002, 27 TexReg 3107; amended to be effective May 28, 2012, 37 TexReg 3822. 19 TAC §89.1205, §89.1210

Bilingual Education Program Content area instruction is provided in both the student’s primary language and English. Literacy development in the primary language facilitates the transfer from primary language (L1) to second language (L2). Oral language testing requirements in both the primary language and English must be reviewed for placement. ESL is a component of the bilingual program. L1 is the primary language and L2 is the secondary language. When teaching in English make sure to use the ELPS and ESL strategies. Program descriptions are on previous slide’s trainer notes. Bilingual Education is a program and the descriptions in PEIMS are models of bilingual education. We revisit the slides about program types here to remind us that the LPAC is considering placement from among the options offered by that district.

Bilingual Education Program The bilingual education program shall be implemented with consideration for each English language learner's unique readiness level through one of the following program models: Transitional Bilingual/Early Exit Transitional Bilingual/Late Exit Dual Language Immersion/Two-way Dual Language Immersion/One-way §89.1210 Transitional Bilingual/Early Exit - is a bilingual program model that serves a student identified as limited English proficient in both English and Spanish, or another language, and transfers the student to English-only instruction. This model provides instruction in literacy and academic content areas through the medium of the student's first language, along with instruction in English oral and academic language development. Non-academic subjects such as art, music, and physical education may also be taught in English. Exiting of a student to an all-English program of instruction will occur no earlier than the end of Grade 1 or, if the student enrolls in school during or after Grade 1, no earlier than two years or later than five years after the student enrolls in school. A student who has met exit criteria in accordance with §89.1225(h), (j), and (k) of this title (relating to Testing and Classification of Students) may continue receiving services, but the school district will not receive the bilingual education allotment for that student. Transitional Bilingual/Late Exit - is a bilingual program model that serves a student identified as limited English proficient in both English and Spanish, or another language, and transfers the student to English-only instruction. Academic growth is accelerated through cognitively challenging academic work in the student's first language along with meaningful academic content taught through the student's second language, English. The goal is to promote high levels of academic achievement and full academic language proficiency in the student's first language and English. A student enrolled in a transitional bilingual/late exit program is eligible to exit the program no earlier than six years or later than seven years after the student enrolls in school. A student who has met exit criteria in accordance with §89.1225(h), (j), and (k) of this title may continue receiving services, but the school district will not receive the bilingual education allotment for that student. Dual Language Immersion/Two-way - is a biliteracy program model that integrates students proficient in English and students identified as limited English proficient. This model provides instruction in both English and Spanish, or another language, and transfers a student identified as limited English proficient to English-only instruction. Instruction is provided to both native English speakers and native speakers of another language in an instructional setting where language learning is integrated with content instruction. Academic subjects are taught to all students through both English and the other language. Program exit will occur no earlier than six years or later than seven years after the student enrolls in school. A student who has met exit criteria in accordance with §89.1225(h), (j), and (k) of this title may continue receiving services, but the school district will not receive the bilingual education allotment for that student. The primary goals of a dual language immersion program model are: (A) the development of fluency and literacy in English and another language for all students, with special attention given to English language learners participating in the program; (B) the integration of English speakers and English language learners for academic instruction, in accordance with the program design and model selected by the school district board of trustees. Whenever possible, 50% of the students in a program should be dominant English speakers and 50% of the students should be native speakers of the other language at the beginning of the program; and (C) the promotion of bilingualism, biliteracy, cross-cultural awareness, and high academic achievement. Dual Language Immersion/One-way - is a biliteracy program model that serves only students identified as limited English proficient. This model provides instruction in both English and Spanish, or another language, and transfers a student to English-only instruction. Instruction is provided to English language learners in an instructional setting where language learning is integrated with content instruction. Academic subjects are taught to all students through both English and the other language. Program exit will occur no earlier than six years or later than seven years after the student enrolls in school. A student who has met exit criteria in accordance with §89.1225(h), (j), and (k) of this title may continue receiving services, but the school district will not receive the bilingual education allotment for that student. The primary goals of a dual language immersion program model are: (B) the integration of English speakers and English language learners for academic instruction, in accordance with the program design and model selected by the school district board of trustees; and For more information on dual language program models review §89.1210, §89.1227, §89.1228, §89.1267, and §89.1269. C175 (Used in the following records) 110 Student Enrollment E1042 Bilingual Program type code Code Table ID C175 0 Child does not participate in program 2 Transitional bilingual/early exit 3 Transitional bilingual/late exit 4 Dual language immersion/two-way 5 Dual language immersion/one-way

ESL Program The law requires that all ELLs for whom a district is not required to offer a bilingual education program shall be provided an ESL program, regardless of the students’ grade levels and home language, and regardless of the number of students. This slide is presented as part of the LPAC placement decision process. The district must provide an ESL program even if only one student is ELL. 19 TAC §89.1205 (d) §89.1210

ESL Program Uses second language methods throughout the curriculum Provides instruction that includes TEKS based academic content, as well as, language development Differentiates instruction of content according to language proficiency levels Provides academic instruction that is on grade level http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Students that are in language programs receive the same curriculum (same rigor and HIGH EXPECTATIONS) as native English speakers; however, the teacher should provide linguistic accommodations, based on the student’s level of proficiency, so the student can be successful. This information is found on TELPAS reports. Use the ELPS to guide differentiated instruction. 19 TAC §74.4. English as a Second Language (ESL) is a program and the descriptions in PEIMS are models of ESL education.

ESL Program The English as a Second Language program shall be implemented with consideration for each English language learner's unique readiness level through one of the following program models: Content-Based Program Model Pull-Out Program Model The district must provide an ESL program even if only one student is ELL. 2 - An English as a second language/content-based program model is an English program that serves only students identified as English language learners by providing a full-time teacher certified under the Texas Education Code (TEC), §29.061(c), to provide supplementary instruction for all content area instruction. The program integrates English as a second language instruction with subject matter instruction that focuses not only on learning a second language, but using that language as a medium to learn mathematics, science, social studies, or other academic subjects. Exiting of a student to an all-English program of instruction without English as a second language support will occur no earlier than the end of Grade 1 or, if the student enrolls in school during or after Grade 1, no earlier than two years or later than five years after the student enrolls in school. At the high school level, the English language learner receives sheltered instruction in all content areas. A student who has met exit criteria in accordance with §89.1225(h), (j), and (k) of this title may continue receiving services, but the school district will not receive the bilingual education allotment for that student. 3 - An English as a second language/pull-out program model is an English program that serves only students identified as English language learners by providing a part-time teacher certified under the TEC, §29.061(c), to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas. Instruction may be provided by the English as a second language teacher in a pull-out or inclusionary delivery model. Exiting of a student to an all-English program of instruction without English as a second language support will occur no earlier than the end of Grade 1 or, if the student enrolls in school during or after Grade 1, no earlier than two years or later than five years after the student enrolls in school. At the high school level, the English language learner receives sheltered instruction in all content areas. A student who has met exit criteria in accordance with §89.1225(h), (j), and (k) of this title may continue receiving services, but the school district will not receive the bilingual education allotment for that student. C176 (Used in the following record(s) 110 Student Enrollment Code Table ID C176 0 Student does not participate in ESL program 2 ESL/Content-based 3 ESL/Pull-out

Recommending Program Placement Pending parent approval of an ELLs entry into the Bilingual/ESL program, the district/charter school will place the student in the recommended program. Upon parental approval, the student will be coded LEP in PEIMS. Bilingual allotment information is found in Texas Education Code (TEC)§42.153 Note to trainer: In the manual, §89.1210 is found under the Responsibilities tab. “…will place the student in the recommended program.” This slide looks at “time and treatment” of students. It might be useful to look at ESL/BIL services and programs in a Venn Diagram or in a chart that identifies the shared characteristics and differences in terms of “time” and “treatment”. Time is commensurate with individual student needs. Treatment - what the programs are in the district and what model of the program is implemented with what program design (ex. Bilingual program – early or late exit). Scheduling, course selection - levels, electives, CTE, teachers (trained in sheltered instruction), etc. are issues that must be addressed. As an additional source, refer to Section 6 of the Student Attendance and Accounting handbook for specific information. What are the non-negotiables? Mastering the TEKS, for example. The date the parent signs the parental approval form indicates the date LEP funding begins. TEC §42.153 19 TAC §89.1210 (j)

Recommending Program Placement A school district may identify, exit or place a student in a program without written approval of the student’s parent or guardian if: Student is 18 years of age or has had the disabilities of minority removed Reasonable attempts to inform and obtain permission from a parent or guardian have been made and documented Approval is obtained from: An adult or foster parent or employee of the state The student, if no parent, guardian, or other responsible adult is available, or A parent or guardian has not objected in writing Have participants refer to 19 TAC §89.1220 (m). Note to the trainer: The following has been taken from the student attendance handbook. Reasonable attempts should be made within 20 school days and the school district must maintain documentation supporting the number of attempts. For students whom written approval is not obtained students should be coded on PEIMS with a 7 – Parent or Guardian did not respond or 8 – Parent or Guardian was not contacted. Using 7 or 8 coding does not allow a student to generate TOTAL-ELIG-Bilingual/ESL-ELIGDAYS-Present. See PEIMS Standards for more information. 19 TAC §89.1220 (m)

Additional Services The LPAC may also recommend other programs or services offered through the school district. The LPAC is also responsible for facilitating student participation in other special programs (Advanced Academics, Special Education, Career and Technical Education and Gifted and Talented). Additional support services may include RtI, extended-day/year, content-specific tutorials, etc. Tutorials should be targeted to meet the specific needs of the student. The LPAC may also recommend other programs or services offered through the district, such as tutoring, supplemental services, etc... The LPAC is also responsible for facilitating student participation in other special programs – Advanced Academics (G/T) or Special Education, CTE (Career and Technical Education). GT: Districts should have policies in place for identifying gifted ELL children. Teachers need to be trained to observe cues that indicate giftedness and follow up with referrals. Schools should have access to non-verbal intelligence tests and native language tests available for ELL children. Refer to 19 TAC Chapter 89, TEC Chapter 29, TEC Chapter 42 and TAC Title 19, Part II. Policies for identifying gifted ELLs should be on file. LPAC must examine the possibilities of ELLs being identified as GT. Percentage of GT students at district and non-LEP should be identical or mirror the ELL. LPAC must examine the possibilities of ELLs being identified as GT.

Parental Approval Parental Notification PLACEMENT: Required Bilingual Program PLACEMENT: Required ESL Program Parental Permission Parental Permission No Yes Yes No Parent Conference Bilingual ESL Parent Conference LEP Denial LEP Denial Meets Exit/Reclassification Criteria Meets Exit/Reclassification Criteria Non-LEP Non-LEP

Parental Approval After the LPAC recommends placement of the ELLs, written parental approval must be obtained. Remember the parent approval form should be in both English and the native language of the parent. Participants that reviewed 19 TAC §89.1240 should report to the group. The entry or placement of a student in the bilingual education of ESL program must be approved in writing by the parent. The parent’s approval shall be considered valid until the student meets the exit criteria described in 19 TAC §89.1225(h). It is important to offer an explanation to the parent of the student why the program recommendation is offered and what the parent can expect in the way of instruction and other services. Documentation of all of this must be available. Source: The provisions of this §89.1240 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective April 18, 2002, 27 TexReg 3107; amended to be effective May 28, 2012, 37 TexReg 3822. 19 TAC §89.1240

Parental Approval/Rights The parent approval letter includes information regarding the English proficiency level of the student and a description of the program as well as the benefits of the program. These benefits should be described on each parent approval letter and supplemented through brochures or other publications. School districts may enroll students who are non- LEP in the bilingual education program in accordance with TEC §29.058. A plan for when students may graduate and be exited may be included according to Personal Graduation Plan (PGP) for ELLs at high school. Have the group that reviewed 19 TAC Chapter §89.1233 report to the group. Main point – participation in the program is legal, but there is no funding for this student. The letter the district sends to obtain parent approval for placement in the program must contain the following: level of English proficiency; description of the program; and benefits of the program. Students who are non-LEP may be enrolled in a bilingual program such as Dual language. A plan for when students might graduate and be exited might be included according to Personal Graduation Plan (PGP) for ELLs at high school. Source: The provisions of this §89.1233 adopted to be effective March 5, 1999, 24 TexReg 1383 amended to be effective May 28, 2012, 37 TexReg 3822. 19 TAC §89.1233 19 TAC §89.1240 (a) [Title III Part C Section 3302 (a)(c)(d)]

Parent Denials If a parent denies the placement decision, then the student is identified in PEIMS as LEP with a parent denial until the student meets exit criteria. It is recommended that the progress of the ELL with a parent denial on file be closely monitored. Even though a parent may deny languages services, the student is still limited English proficient and is coded in PEIMS as LEP with a parent denial. Parent denials still participate in TELPAS. The student is coded as LEP until he/she meets state exit criteria. The LPAC annually reviews the student’s progress. The LPAC should inform teachers which students are parent denials.

Parent Denials Monitor and facilitate the educational process, as you would for all students. Rate student’s listening, speaking and writing proficiency with TELPAS (beginning at Grade K through Grade 12). Administer the TELPAS Reading test beginning at Grade 2, until the child is no longer identified as LEP through Grade 12. Title III, Part A, Subpart 2.Sec.3121(a)(4); TAC §89.1220(k); TEC §29.0561 The LPAC should continue to communicate with the student’s parents providing updates on the students progress, etc. Student takes all components of TELPAS from Grades K-12 until he/she has met exit criteria and is no longer LEP. Rating of TELPAS Reading is done by the rater only in Grades K-1. Grades 2-12 take the TELPAS Reading test. The student’s teachers should also be informed of which students are LEP Parent Denials. Teachers should use the ELPS with all ELLs (including parent denials) in all content areas. It is recommended to monitor students during each grading period to ensure progress in English language acquisition and academic development. If a student is not making progress, it would be appropriate to consult with the parent and to describe (again) the benefits of placement in the relevant program.

Parent Denials The LPAC must review student’s TELPAS and state assessment scores at the end of each year. Once a student meets exit criteria (19 TAC §89.1225), he/she is reclassified as non-LEP in PEIMS. Students with parent denials are also monitored for two additional years. (Title III, Part A, Subpart 2.Sec.3121(a)(4); TAC §89.1220(k); TEC §29.0561 At the annual review, the LPAC must determine if students who are parent denials have met state exit criteria. If so, the student is reclassified in PEIMS as non-LEP but a first-year monitored student (F). The student will be monitored for two years. Second year monitored is (S). Option: Refer to the exit criteria chart if questions arise.

Parental Approval/Denial PEIMS Date The date that the parent approval form is signed is the date the student’s official PEIMS status becomes LEP. From that date the student is identified as LEP, regardless of permission or denial. The LPAC makes the determination, however the approval or denial letter is the date used on PEIMS to code the student as LEP or Non-LEP. Funding is only generated for students who are coded LEP. Explain to participants that once the LPAC has made its recommendation, the student begins receiving instruction, either in the bilingual program, ESL program, or general education classroom (parent denials). During the second semester prior to state assessments, the LPAC will need to meet again to determine which assessment the ELL will take. ELLs coded as parental denials must take the state assessment – there are no accommodations for parental denials. State academic criterion-referenced assessments must be taken in English only for parental denials. Reminder – The ELPS should be an integral part of the curriculum provided for all ELLs, including parent denials. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4

MEETS EXIT/ RECLASSIFICATION CRITERIA State Assessments Bilingual Classroom ESL Classroom LEP Denial ELPS ELPS ELPS MEETS EXIT CRITERIA MEETS EXIT CRITERIA MEETS EXIT/ RECLASSIFICATION CRITERIA

LPAC Decisions about State Assessments In the spring of the current school year, the LPAC will convene to determine the appropriate assessment option for ELLs before the administration of the state criterion-referenced test that year. Refer to the LPAC Decision-Making Process for the Texas Assessment Program for complete information. http://www.tea.state.tx.us/student.assessment/ell/lpac/#manual See the Language Proficiency Decision-Making Process for the Texas Assessment Program for more information. The accommodations should be used routinely in classroom instruction so the LPAC should inform teachers as soon as possible regarding the available linguistic accommodations. Please remember that LPAC needs to meet and address the assessment decisions for ELLs, that are being considered for linguistic accommodations or taking the Spanish state assessment. Assessment decisions should be made individually. Districts should not have a blanket policy for students that are identified as LEP. All ELLs with program denials must be tested with the English version of required state assessments for that grade level. These decisions need to be documented and kept on file (in cumulative folder and in district for seven years).

Meets Exit/Reclassification Criteria Annual Review Bilingual Classroom ESL Classroom LEP Denial Meets Exit Criteria Non-LEP Meets Exit/Reclassification Criteria LPAC assessment decisions are for ALL students identified as LEP. Non-LEP students participate in a general education classroom. Refer to the Annual Review Exit/Reclassification tab in the binder.

Annual Review At the end of the year, the Committee reviews every child: identified in PEIMS as LEP, being served in a bilingual or ESL program identified in PEIMS as a LEP parental denial that has met criteria for bilingual/ESL program exit, is no longer classified as LEP in PEIMS, and is in his or her first (F) or second (S) year of monitoring The LPAC is responsible for reviewing every ELLs progress, including students being served, parent denials, students that are being monitored, and students who have met exit criteria. F-Student exited from LEP status – Monitored 1 (M1) – student has met criteria for bilingual/ESL program exit, is no longer classified as LEP in PEIMS, and is in his or her first year of monitoring as required by 19 TAC §89.1220(l) and is not eligible for funding due to the fact that they are not LEP S-Student exited from LEP status – Monitored 2 (M2) – student has met criteria for bilingual/ESL program exit, is no longer classified as LEP in PEIMS, and is in his or her second year of monitoring as required by 19 TAC §89.1220(l) and is not eligible for funding due to the fact that they are not LEP

Annual Review The LPAC should review: Benchmarks Classroom Tests State Criterion Test Data Norm-referenced English and Spanish (when applicable) Standardized Achievement Test Data Oral Language Proficiency Test Data TELPAS, TPRI, Tejas LEE, etc. Passing grades in all subjects and courses taken Any input that will give a well-rounded picture of the student’s growth and progress Even if the student meets exit criteria, the LPAC should review all of the above, including the subjective teacher evaluation , before making the decision to reclassify the student. Emphasize that an intensive review of all data should provide a clear profile of the student’s ability to successfully participate in a general education environment.

Reclassification (Exiting) of ELLs A student may only be considered for reclassification, as non-LEP, at the end of the school year based on the following criteria: proficiency in oral English language; proficiency in English reading and writing; and consideration of subjective teacher evaluation. See exit criteria chart for grade-specific requirements. See Exit Criteria Chart Participants that reviewed 19 TAC §89.1225 (h-j) should report to the group. Even students with disabilities can ONLY be exited at the end-of the school year, not at the time of the annual ARD. Emphasize that oral language testing must be conducted at the end of the year prior to the end-of-year LPAC meeting. The LPAC should also consider the passing rate applicable to the specific grade requirement for reading proficiency. For students that minimally met standard, the LPAC should consider the number of testing attempts before passing. The LPAC may determine that the student should continue receiving language services based on the data, passing grades in all subjects, and courses taken and subjective teacher evaluation. The exit criteria under TAC §89.1225(h) apply to the vast majority of ELLs who receive special education services. In rare cases, an ELL receiving special education services may qualify to be exited using criteria permitted under TAC §89.1225(k), which give special consideration to an ELL for whom assessments and/or standards under TAC §89.1225(h) are not appropriate because of the nature of a student’s particular disabling condition. REVIEW EXIT CRITERIA CHART 19 TAC §89.1225 (h-j)

Reclassification of ELLs Students in Pre-Kindergarten and Kindergarten may not be exited from a bilingual education or English as a second language program. An annual review is still conducted by the LPAC for these students in order to assess and document progress. 19 TAC §89.1225 (i) Emphasize that students may not be exited until the end of first grade and even then the LPAC should be cautious of making that determination.

Parental Notification/Approval Bilingual Classroom ESL Classroom LEP Denial Meets Exit Criteria Meets Exit Criteria Meets Exit/Reclassification Criteria Non-LEP students participate in a general education classroom Non-LEP Non-LEP Non-LEP

Parental Notification/Approval Once the LPAC reclassifies a student as non-LEP, parents must be notified that the student has met state criteria for exit and will be monitored for two years. Parent approval of the student’s exit must be present in the student’s record folder. Sample letters are found under Suggested Forms.

Reclassifying ELLs with Disabilities The ARD committee, in conjunction with the LPAC, shall determine an appropriate assessment instrument and performance standard requirement for exit. The decision to exit a student is determined by the key members of the ARD in conjunction with the key members of LPAC. Note to trainer: Trainer should review 19 TAC §89.1230 (b) related to testing and the flowchart of decisions for SPED students. Based on this review, key ARD committee members and key LPAC members identify: appropriate listening and speaking (OLPT), reading, and writing assessments; and appropriate student performance standards based on historical data to verify that second language acquisition support in English is not needed to address learning needs. This collaboration should not attempt to identify an alternate passing standard for the modified and alternate state assessments. The standards set by the Student Assessment Division are to be followed. These decisions should be made on an individual basis and ONLY if the state assessment is not appropriate. For students taking the state assessment, the state assessment modified or alternate, the standard set by the state must remain the same as the state exit criteria. The proficiency levels on TELPAS may be changed (if it is applicable to the student) to determine exit only on the students IEP. Standards should be determined prior to the administration of the state assessment . It is strongly encouraged to set the standard at the beginning of the school year. If the student meets the set standard, then the key members of the ARD and key members of the LPAC may make the decision to exit the student. 19 TAC §89.1225 (k) §89.1230 (b)

Evaluation of Reclassified Students The LPAC shall reevaluate a student who is transferred out of a bilingual education or special language program under Section 29.056(g) if the student earns a failing grade in a subject in the foundation curriculum under Section 29.002(a) during any grading period in the first two school years after the student is transferred to determine whether the student should be reenrolled in a bilingual education or special language program. TEC §29.0561(a) If a student who is in the first or second year of monitoring fails a core content subject, the LPAC is required to meet and review the criteria on the following slides.

Reclassified Students During the first two school years after a student is transferred out of a bilingual education or special language program under Section 29.0561, the LPAC shall review student’s performance and consider (b): (1) The total amount of time the student was enrolled in a bilingual education or special language program; (2) The student’s grades each grading period in each subject in the foundation curriculum under Section 29.002 (a) (1); Note to trainer: These are the criteria that must be reviewed if a student that is in the first two years of being monitored fail a core content subject at during any grading period. Evidence must be documented.

Reclassified Students (3) The student’s performance on each assessment instrument administered under Section 39.023 (a) or (c); The number of credits the student has earned toward high school graduation, if applicable; and Any disciplinary actions taken against the student under Subchapter A, Chapter 37. TEC §29.0561 Evidence must be documented.

Reclassified Students (c) After an evaluation under this section, the LPAC may require intensive instruction for the student or reenroll the student in a bilingual education or special language program. TEC §29.0561 If the LPAC determines that the student needs intensive instruction, a plan should be established, not just “tutorials.” Student progress should monitored closely. If the student is going to be reenrolled in bilingual education or a special language program, parental approval is required and the student will be identified in PEIMS as LEP and the district will receive funding. Communication between the Bilingual/ESL teacher and the general education teacher during the year is important in case an LPAC meeting is needed to discuss the student’s reclassification or to discuss any other needed interventions. Districts receiving Title III funding also need to follow any parental notification requirements as specified in the federal law when placing and exiting students.

Required Summer School Programs 19 TAC §89.1250 Required Summer School Programs TEA Correspondence/Summer School Program for English language learners students for kindergarten and Grade 1 If a student's parent has denied bilingual/ESL services and the only summer school program available is a bilingual education/ESL summer school program, then the student is not eligible to generate bilingual/ESL ADA in the summer school program. Sample of Summer Program Parent Survey included in the LPAC Manual under Forms Have participants that reviewed 19 TAC §89.1250 report to the group. Summer school is required for those districts who receive 10 or more surveys indicating the students will attend. It is for students who are going into kindergarten and first grade. Records must be kept regarding attendance and progress. Have participants refer to 19 TAC Chapter §89.1250. Summer school is for students that are ELLs and participating in the language program (in order to receive funding). The district may invite other students but will not receive funding. If a student is a parent denial and the only summer school program being offered is the required one (PreK, K), the student may attend, but they will not generate funds for their participation. Source: The provisions of this §89.1250 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective April 18, 2002, 27 TexReg 3107; amended to be effective February 17, 2005, 30 TexReg 709; amended to be effective September 17, 2007, 32 TexReg 6311; amended to be effective May 28, 2012, 37 TexReg 3822. 19 TAC §89.1250

Program Evaluation All school districts/campuses required to conduct a bilingual education or ESL program shall: Conduct periodic assessment in the languages of instruction to determine program impact and student outcomes in all subject areas. Annually report (and retain the report) the academic progress in either language of the English language learner students, the extent to which they are becoming proficient in English, the number of students who have been exited from the bilingual education and English as a second language programs, and the number of teachers and aides trained and the frequency, scope, and results of the training (TEC §7.028). Participants that reviewed 19 TAC §89.1265 report to the group. Districts are required annually to provide a report to the school board on the above criteria. It is important to reiterate that the ultimate responsibility for the program monitoring and compliance of the district program resides with the school board. Source: The provisions of this §89.1265 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective April 18, 2002, 27 TexReg 3107; amended to be effective May 28, 2012, 37 TexReg 3822. 19 TAC §89.1265

Program Evaluation Report to parents the progress of their child as a result of participation in the program is offered to ELLs in English and the home language at least annually. Develop, review, and revise the campus improvement plan described in the Texas Education Code §11.253, for the purpose of improving student performance for ELLs.

Content Objectives Identify critical points of 19 Texas Administrative Code (TAC) Chapter 89. Summarize a single section of 19 TAC Chapter 89. Create a representation of his/her understanding of a section of 19 TAC Chapter 89. Present the representation to the entire group.

Language Objectives Engage in discussion about 19 TAC Chapter 89 using key vocabulary related to the LPAC framework. Read one section of 19 TAC Chapter 89 to identify critical information to share with the entire group. Collaborate with a group to create a visual representation of their section of 19 TAC Chapter 89.

For More Information Contact your local Education Service Center. At this point in the training, take time to go through the section of the binder that has the forms. Explain each form. Review the content and language objectives for the day to make sure they were covered. Get feedback with some type of evaluation form